Overall Rating Expired
Overall Score Expired
Liaison Jennifer Kearney
Submission Date Dec. 16, 2015
Executive Letter Download

STARS v2.0

Stevens Institute of Technology
PA-5: Assessing Diversity and Equity

Status Score Responsible Party
Complete Expired Ruani Ribe
Editorial & Project Coordinator
President's Office
"---" indicates that no data was submitted for this field

Has the institution assessed diversity and equity in terms of campus climate?:

A brief description of the campus climate assessment(s) :

Under the auspices of the National Science Foundation (NSF) funded ADVANCE grant, the institution has assessed diversity and equity in terms of campus climate, specifically as it relates to faculty in areas of Teaching, Mentoring, Service Activities, Work Attitudes, and Climate, which encompasses Department Climate Perceptions, University Climate Perceptions, Work-Family Integration, Mentoring, and Promotion and Tenure. The climate assessment was done in 2014 via a survey assessing the experiences of men and women of all ranks and disciplines including tenured, tenure-track (TT), and full time non-tenure track (NTT) faculty at Stevens. The survey was designed based on similar efforts that have been conducted at other major universities such as MIT, Harvard, Stanford, University of Michigan, and Rice and was adapted based on discussions with a diverse group of Stevens faculty and the ADVANCE leadership team to appropriately capture the unique experiences of faculty at Stevens. The survey was distributed and results analyzed by external evaluators Dr. Kristen Jones and Dr. Eden King.1) Significant results of the Climate Survey show: 1) there is tension between T/TT and NTT faculty; 2) women faculty are less satisfied than men faculty in the work place; 3) the quality of faculty mentoring needs to be improved for all faculty; 4) service expectations and assignments vary by gender; 5) department climate perceptions vary by gender; 6) work-family integration varies by gender; and 7) the perception that taking leave hinders advancement varies by gender.2) Based on the outcomes of the Climate Survey, ADVANCE Stevens will focus on the following key areas that map to the two major goals. These key areas focused on improving the academic culture and strengthening relationships/collaboration between T/TT and NTT faculty include: awareness of the value of diversity; faculty mentoring and professional development; family-friendly culture; building faculty community with emphasis on women who are T/TT faculty and NTT faculty and balanced faculty service responsibilities.

Has the institution assessed student diversity and educational equity?:

A brief description of the student diversity and educational equity assessment(s):

Has the institution assessed employee diversity and employment equity?:

A brief description of the employee diversity and employment equity assessment(s):

Has the institution assessed diversity and equity in terms of governance and public engagement?:

A brief description of the governance and public engagement assessment(s):

In 2013, the Office of Diversity & Inclusion was established by the Board of Trustees and university leadership in an effort to further engage women and under-represented groups in university governance and decision making. Currently, the chair of the Board of Trustees is a woman. The Office of Diversity & Inclusion works to promote an environment at Stevens that is collaborative and respectful of individual differences. The Office of Diversity & Inclusion facilitates collaboration with administrators and faculty to develop effective strategies, practices, and policies to create a more diverse and inclusive culture that benefits all members of the Stevens community. Specific initiatives focus on areas that align with the Strategic Plan: increasing recruitment and retention of students from underrepresented groups; and increasing recruitment, retention and advancement of faculty from underrepresented groups.

The website URL where information about the assessment(s) is available:

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.