Overall Rating Gold - expired
Overall Score 81.67
Liaison Mark Lichtenstein
Submission Date Feb. 28, 2019
Executive Letter Download

STARS v2.1

State University of New York College of Environmental Science and Forestry
PA-5: Assessing Diversity and Equity

Status Score Responsible Party
Complete 1.00 / 1.00 Dr. Malika Carter
Chief Diversity Officer
Office of Inclusion, Diversity, and Equity
"---" 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:

In April 2016, ESF launched its first college-wide committee focused on equity and inclusion. One of its first actions was developing an Inclusion, Diversity, and Equity Strategic Plan. Connecting with the College community to develop a dynamic diversity strategic plan was the utmost priority of the ESF College Inclusion, Diversity, and Equity Committee. By creating three different rounds of listening sessions and numerous individual and small group presentations across campus, the committee is proud to have been able to partner with a wide array of student groups, faculty, and staff colleagues and alumni in building a college-wide dialogue. Information from these efforts, as well as diversity plans developed by institutions such as Cleveland State University, Michigan State University, Penn State University, and the SUNY "Campus Guide for Strategic Diversity and Inclusion Plan" allowed the committee to develop a document founded on the good work of others that is specific to ESF.

During the Spring of 2019, the College will be undergoing three climate assessments via the Higher education research Institute (HERI).https://heri.ucla.edu/

Spring 2018 also brought the opportunity to engage in the SUNY Campus Climate Survey. This survey was intended to gather information about the incidence of sexual and interpersonal violence and knowledge of related policies and resources available on campus. This survey did ask some questions about sexual and interpersonal violence -- both your own experiences, and your experiences with students who have experienced sexual/interpersonal violence.

Fall 2018 brought the new Bias incident reporting form https://www.esf.edu/ide/bias.htm
ESF's bias reporting system provides ESF students, staff, and faculty with an avenue to report incidents of bias, bigotry, or hate that occur on our campus or in off-campus settings that impact ESF.

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:

Goal 1: Create a shared understanding of inclusion, diversity, and equity, and develop a welcoming college climate and continuously work toward improvement where issues can be openly and comfortably discussed among students/faculty/staff/administration

Goal 2: Ensure that the College commitment to diversity and inclusion is apparent and embedded at all levels of the institution.

Goal 3: All members of the community will engage in curricular, co-curricular and research activities to improve inclusion, equity and cultural competency within the college and in our local, national, and global partnerships.

Goal 4: Improve recruitment and retention of student, faculty, staff and administrative ranks to be more reflective of NY State Census.

Goal 5: Ensure understanding by the College community of policies and promoting access to the campus and to services for all community members.

Goal 6: Increase alumni engagement to improve inclusion, equity and cultural competency within the College community.

Goal 7: Ensure the success of international students from Admission through graduation with appropriate resources to support their academic goals and extracurricular goals and to enrich the overall cultural competence of the college as a whole.

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 report is publicly available on the Inclusion, Diversity, and Equity website. Presentations and emails to the campus community. https://www.esf.edu/ide/committee.htm

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:

Data source(s) and notes about 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 or simply email your inquiry to stars@aashe.org.