Overall Rating Gold
Overall Score 68.02
Liaison Beth Klein
Submission Date Feb. 25, 2019
Executive Letter Download

STARS v2.1

State University of New York at Cortland
PA-5: Assessing Diversity and Equity

Status Score Responsible Party
Complete 1.00 / 1.00 Beth Klein
Campus Sustainability Coordinato
Early Childhood Education
"---" 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:

• As part of the SUNY System’s Diversity, Equity and Inclusion Policy, each school within the system is required to submit and chart progress on an institutional strategic diversity and inclusion plan. One of the major goals of the Cortland plan is to assess and address issues of campus climate underrepresented/diverse students, faculty, and staff.
• Additionally, Faculty Senate developed diversity and title IX statements (respectively) to include on all course syllabi.
• Further, the General Education Committee administered a survey to assess student perceptions and suggested changes to the GE 11 Course: Prejudice and Discrimination.
• Furthermore, the Provost convened a group of faculty to serve on a Faculty Committee for Inclusive Practices to assess the experiences faculty and students (respectively) with regard to addressing issues of diversity and inclusion in the classroom.
• Finally, The President’s Committee on the Status and Education of Women (CSEW) at SUNY Cortland worked closely with the Institutional Research and Analysis Office to administer surveys of perceptions of campus climate with respect to gender and gender-related issues. The surveys were administered to male and female faculty, professional staff, classified staff, and students.

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:

To strive for gender equity on campus, issues regarding the gender climate at SUNY Cortland need
to be continually examined. Moreover, issues identified need to be addressed. To this end, the data
and themes from the three years of SUNY Cortland gender climate surveys were discussed at the June 2017 President’s Administrative Retreat with key campus leaders were in attendance. The gender climate issues perceived by these leaders and recommendations to improve
the climate that they thought would benefit the campus were solicited and recorded.
As indicated by an administrator at the retreat, while it is important that campus leadership
discussed gender climate issues, we need to ensure that we act upon the recommendations. The
Gender Policies and Initiatives Council (GPIC) is charged to analyze the findings of the
report to further explore why respondents have concerns and why certain areas of inquiry are
demonstrating negative gender climate trends. GPIC has also been tasked with reviewing the
suggestions provided by the key leaders at the retreat to develop additional recommendations to
propose to the administration.

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 results have been shared with the College cabinet as well as at the annual President’s Leadership Retreat. Additionally, a in a number of open campus forums in the form of “Sandwich Seminars” as well as presentations at Faculty Senate meetings were held with regard to Gender Climate, GE 11, and Diversity and Title IX statements in the course syllabi.

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.