|Submission Date||Dec. 18, 2017|
South Seattle College
PA-5: Assessing Diversity and Equity
|0.25 / 1.00||
District Sustainability Coordinator
Office of Sustainability
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:
South Seattle College utilizes the Intercultural Development Inventory to help measure and advance cultural competence at the institution. The Intercultural Development InventoryÂ® (IDIÂ®) is a statistically reliable, cross-culturally valid measure of intercultural competence owned and copyrighted by Mitchell R. Hammer, Ph.D. The IDI v3 is rigorously back translated into other languages, and is widely used in corporate, government, military, not-for-profit organizations and educational institutions (e.g., K-12; universities) throughout the world.
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:
Students, faculty, and staff take the Intercultural Development Inventory on an ongoing basis as new people enter the realm of work around the Office of Equity, Diversity, and Inclusion. The Office of EDI uses the Intercultural Development Continuum to shape policy, programs, and initiatives. The Intercultural Development Continuum (IDC TM) describes a set of knowledge/attitude/skill sets or orientations toward cultural difference and commonality that are arrayed along a continuum from the more monocultural mindsets of Denial and Polarization through the transitional orientation of Minimization to the intercultural or global mindsets of Acceptance and Adaptation. The capability of deeply shifting cultural perspective and bridging behavior across cultural differences is most fully achieved when one maintains an Adaptation perspective. This continuum is adapted from the Developmental Model of Intercultural Sensitivity originally proposed by Milton Bennett.
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:
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.