| Overall Rating | Bronze - expired |
|---|---|
| Overall Score | 40.39 |
| Liaison | Sarah Laurie |
| Submission Date | May 17, 2017 |
| Executive Letter | Download |
State University of New York at Fredonia
PA-5: Assessing Diversity and Equity
| Status | Score | Responsible Party |
|---|---|---|
|
0.75 / 1.00 |
Lindsey
Alday Student Intern EH&S&S |
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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:
The campus has recently undergone a process to review the current climate, program, and campus needs to create a Diversity, Equity, and Inclusion Strategic Plan. A campus-wide survey assessment was conducted, and based on responses a Strategic Plan for Diversity Equity and Inclusion was written. The DEI Strategic Plan working group developed their own campus forums, interviews, and survey tools to assess the current campus climate and needs moving forward to write the plan.
http://home.fredonia.edu/sites/default/files/section/diversity/_files/Fredonia%20DEI%20Strategic%20Plan%2012.6.16.pdf
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:
This is a continued ongoing effort for the University. Two brief examples include:
- Students participating in the University’s Educational Development Program (Federally funded TRIO EOP program) are more likely to persist to graduation. The model of advising and support is being brought to scale for other opportunity programs on the campus to continue to have a greater impact on student success.
- Faculty/Staff from underrepresented racial minorities has remained flat in rate of employees – about 10%. During the last spring semester, a committee completed “stay interviews” to understand why individuals are choosing to remain at the University and what causes individuals to be successful. A specific focus of the stay interviews included understanding minority faculty and staff concerns.
Are the results of the most recent structured diversity and equity assessment shared with the campus community?:
No
A brief description of how the assessment results are shared with the campus community:
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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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Optional Fields
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.