Overall Rating Silver
Overall Score 52.49
Liaison Angela Oberg
Submission Date Feb. 27, 2023

STARS v2.2

Rutgers, the State University of New Jersey, New Brunswick Campus
PA-6: Assessing Diversity and Equity

Status Score Responsible Party
Complete 1.00 / 1.00 Angie Oberg
Associate Director
Office of Climate Action
"---" indicates that no data was submitted for this field

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:

Part I: Leaders of the central administration were asked to dedicate a meeting of their respective leadership teams to arrive at a rating of their organizational quality in incorporating diversity, equity, and inclusion best practices. The aim of leadership team engagement, and in some cases it was organization wide, was to ensure that the self-study reflects the input of those responsible for co-leading the organization, not simply the perspective of the leader. The rating scale was from 1 to 4, with a higher score reflecting better organizational quality (1=poor, 2=fair, 3=good, 4=excellent). The results presented below reflect an aggregate score across all central administrative units. The description provided below the best practice aims to highlight why attention to this practice in organizational operations is critical to promoting an inclusive work environment. Part II: In January 2021, all members of the university community were invited to complete the Diversity Strategic Planning Assessment Survey to inform both university and Chancellor-led unit planning. The survey enabled targeted feedback by Chancellor-led unit (Rutgers-New Brunswick, Rutgers-Newark, Rutgers-Camden, and Rutgers Biomedical Health Sciences) and by population (undergraduate students, graduate students, staff, postdoctoral associates/fellows, and faculty). The full survey questionnaire is available in the diversity strategic planning toolkit (https://diversity.rutgers.edu/sites/default/files/2021-01/Rutgers_Strategic%20Plan_012821_FINAL.pdf). A total of 5 ,058 people, including undergraduate students, graduate students, postdoctoral associates/ fellows, staff, and faculty, participated in the survey.

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:

Two major initiatives to come out of the most recent assessment are Educational Access and Faculty Diversity. To promote Educational Access, Rutgers-NB launched the Scarlet Promise in Fall 2022 as well as continuing to support program such as the Rutgers Future Scholars Program. To advance Faculty Diversity, the President’s Faculty Diversity Initiative was created as well as the Faculty Diversity Collaborative. Details about these programs can be found at diversity.rutgers.edu.

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:

Assessments are posted on the Rutgers website. There are also frequent email blasts and Rutgers Today stories about diversity and equity progress.

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:
Website URL where information about the institution’s diversity and equity assessment efforts 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 or simply email your inquiry to stars@aashe.org.