|Submission Date||March 2, 2018|
PA-5: Assessing Diversity and Equity
|1.00 / 1.00||
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:
Achieving and engaging diversity has provided the focus for the university’s Task Force on Diversity and Inclusive Excellence. The task force, appointed in September 2013, was charged with assessing the current state of equity and inclusion at Seattle University and recommending further steps for the university to move forward with enhancing our core value of diversity.
In order to better understand the campus climate, the task force and university leaders recognized the need for a comprehensive tool that would provide campus climate metrics for students, faculty, and staff. To that end, the university appointed the Climate Study Working Group (CSWG) in 2014. The CSWG was comprised of faculty, staff, students, and administrators. Ultimately, Seattle University contracted with Rankin & Associates Consulting (R&A) to conduct a campus-wide study entitled, “Seattle University Assessment for Learning, Living, and Working.” Data gathering focused on the experiences and perceptions of various constituent groups. Based on the findings, the Task Force on Diversity and Inclusive Excellence developed recommendations to share with the university community.
In September 2015, the University published the results of the 2015 academic year's Campus Climate Report. Seattle University community members completed 2,634 surveys for an overall response rate of 29%. Only surveys that were at least 50% completed were included in the final data set for analyses. Response rates by constituent group varied: 24% (n = 1,081) for Undergraduate Students, 18% (n = 362) for Graduate Students, 36% (n = 285) for Law Students, 49% (n = 566) for Staff/Administrators, and 46% (n = 340) for Faculty.
Areas of strength identified by the assessment are: high levels of comfort with the climate at Seattle University; Positive attitudes about workplace climate (by employees); Positive attitudes about faculty work (by faculty respondents); Positive attitudes about academic experiences (by students); Intent to Persist (by students respondents).
But certain areas of improvement were also identified and were addressed in the The Task Force for Diversity and Inclusive Excellence's January 2016 report, discussed below.
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:
The January 2016 final report emphasizes heavily the University's goals to address the affordability of Seattle University and the impact of financial distress on students by developing and expanding strategies for assisting low-income students and students experiencing financial hardship. Furthermore, large efforts are to be made to adequately prepare students for engagement in a diverse society and ensure the infusion of diversity and inclusion into the curriculum and disciplines across all schools and colleges by exploring the development of enhanced inclusive excellence curricular offering(s) and the adaptation of existing courses and programs.
In the January 2016 Final Report, The Task Force for Diversity and Inclusive Excellence identified six goals, each supported by several initiatives, that will propel the university’s commitment to equity, access, and community.
1. Realize an organizational infrastructure that embeds inclusive excellence in all aspects of the Seattle University experience
2. Integrate inclusive excellence across curricular and co-curricular offerings
3. Build and sustain the capacity of students, staff, and faculty to engage, teach, and lead through an inclusive excellence lens
4. Meet the challenges and opportunities of recruiting and graduating a diverse student body
5. Meet the challenges and opportunities of recruiting and retaining talented faculty and staff
6. Maximize the university’s capacity for social change in the local community
One of the accomplishments resulting from the Task Force's Final Report (Initiative 1.A of Goal 1) was the creation of a Chief Diversity Officer position (2017).
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 executive summary, final report and presentation of the survey results are available to all with a Seattle University login and password. Also, the report is posted on Seattle University's Office of Diversity and Inclusion webpage. Two hard copies of the full report are available for 24-hour checkout at the Lemieux Library.
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.