| Overall Rating | Silver - expired |
|---|---|
| Overall Score | 63.76 |
| Liaison | Tarah Rowse |
| Submission Date | March 10, 2017 |
| Executive Letter | Download |
Skidmore College
PA-5: Assessing Diversity and Equity
| Status | Score | Responsible Party |
|---|---|---|
|
1.00 / 1.00 |
Karen
Kellogg Director of Sustainability Dean of Faculty's Office |
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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?:
Yes
A brief description of the assessment process and the framework, scorecard(s) and/or tool(s) used:
In 2013 we participated in both the National Survey of Student Engagement (NSSE) survey and a Student Climate Survey conducted by Romney & Associates. Through its student survey, NSSE annually collects information at hundreds of four-year colleges and universities about first-year and senior students' participation in programs and activities that institutions provide for their learning and personal development. The results provide an estimate of how undergraduates spend their time and what they gain from attending college. The Student Climate Study by Romney & Associates was part of a multi-year assessment and consultation project focusing on diversity and inclusion at Skidmore. The purpose of the study was to understand how different identity groups experience the climate at Skidmore.
Our Committee on Cultural and Global Understanding also periodically conducts confidential exit interviews with graduating students of color, and an exit interview was conducted in 2013. During these interviews, students talk about their experiences—what worked for them and what did not, both inside and outside the classroom.
In 2014 we conducted an anonymous survey of all full-time faculty using the job satisfaction survey developed by the Collaborative on Academic Careers in Higher Education (COACHE) at the Harvard Graduate School of Education. COACHE surveys faculty about their experiences and views as regards several important areas of their work lives: research, teaching, service; resources in support of faculty work; benefits, compensation, and work/life; interdisciplinary work and collaboration; mentoring; tenure and promotion practices; leadership and governance; departmental collegiality, quality, engagement; and appreciation and recognition. The survey provides information by rank, gender, and race.
In 2014, in collaboration with a consulting firm, we conducted an anonymous survey of staff members to gather information on people’s thoughts and experiences related to working at Skidmore College. Our goal was to hear the voices of all staff members regarding their perceptions of our community and the campus climate, and to develop and implement action plans to improve our work environment where needed.
Various recommendations and actions have been taken based on the above survey results, including a set of recommendations made by our Committee on Cultural and Global Understanding in their 2014 Campus Climate Comprehensive Report.
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:
While the results of each survey are complex and nuanced, the overall message of each is that we still have work to do to create the diverse, inclusive, and welcoming community outlined as a major goal in our institutional strategic plan. How the results of each survey have been used is equally complex and nuanced. Several of the most significant actions include:
• the various diversity and inclusion workshops, trainings, discussions, and campus visitors outlined in PA-4.
• the creation and hiring of our Vice President for Strategic Planning and Institutional Diversity.
• the reevaluation of our general education, which we anticipate will include more emphasis on diversity and inclusion.
• the acceleration of the work needed to realize an Africana Studies program and a Social Justice space on campus.
More detailed information about our surveys and responses can be found at the link below.
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:
Assessment results and/or a summary of the assessment results are shared through a report and discussed in various forums.
Are the results (or a summary of the results) of the most recent structured diversity and equity assessment publicly posted?:
Yes
The diversity and equity assessment report or summary:
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The website URL where the report or summary is publicly posted:
Optional Fields
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Additional documentation to support the submission:
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Data source(s) and notes about 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 or simply email your inquiry to stars@aashe.org.