Overall Rating Gold
Overall Score 69.33
Liaison Gener Abdon
Submission Date July 31, 2020
Executive Letter Download

STARS v2.1

San Diego State University
PA-5: Assessing Diversity and Equity

Status Score Responsible Party
Complete 0.88 / 1.00 Dr. Luke Wood
Chief Diversity Officer and Associate Vice President for Diversity and Inclusion
Division of Diversity and Innovation
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Has the institution engaged in a structured assessment process during the previous three years to improve diversity, equity and inclusion on campus?:
Yes

A brief description of the assessment process and the framework, scorecard(s) and/or tool(s) used:

We have expanded our focus on diversity and inclusion by requiring all academic and administrative units, departments, colleges, divisions, and auxiliaries to have a diversity and inclusion plan. This process involves using existing data, collecting data, etc to inform groups to focus on. In addition, the University Strategic Plan was integrated with the Diversity Plan process, so that SDSU is engaging both a strategic planning and a diversity planning process as part of one, larger cohesive plan. This means that diversity and inclusion is embedded into EVERY priority area. There are multiple surveys and focus groups used to assess climate, we use home grown instruments, HERI, and use analyses from NSSE etc. In terms of philosophical approach, we use the Equity process articulated by the CCEAL research institute at SDSU. This involves collective sensemaking, identification of equity gaps, and equity indices.


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?:
Yes

Does the assessment process address student outcomes related to diversity, equity and success (e.g. graduation/success and retention rates for underrepresented groups)?:
Yes

Does the assessment process address employee outcomes related to diversity and equity (e.g. pay and retention rates for underrepresented groups)?:
Yes

A brief description of the most recent assessment findings and how the results are used in shaping policy, programs and initiatives:

Our most recent assessment is a climate survey that was used to examine faculty and staff climate results for diverse employees. The results were disaggregated by college, division, and auxiliary and used to directly inform diversity planning efforts. Based on this, each area has proposed intervention strategies for groups experiencing disproportionate impact (e.g., African American, Native American, people with disabilities, women in STEM). Some of the most common efforts include: a) requiring all search committees to do implicit bias training; b) certifying applicant pools based on proportional representation; c) having an inclusion representative on each search committee; and d) requiring searches to employ criteria for faculty and staff who have a demonstrated record of success in serving diverse student populations.


Are the results of the most recent structured diversity and equity assessment shared with the campus community?:
Yes

A brief description of how the assessment results are shared with the campus community:

The results are often discussed in campus-wide committee meetings, departmental meetings, and distributed electronically and posted online. They are also shared directly with the Equity and Inclusion liaisons for each area.


Are the results (or a summary of the results) of the most recent structured diversity and equity assessment publicly posted?:
No

The diversity and equity assessment report or summary:
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The website URL where the report or summary is publicly posted:
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The website URL where information about the programs or initiatives is available:
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Additional documentation to support the submission:
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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.