| Overall Rating | Gold |
|---|---|
| Overall Score | 66.99 |
| Liaison | Olivia Conner-Bennett |
| Submission Date | Aug. 31, 2023 |
Stevens Institute of Technology
PA-7: Support for Underrepresented Groups
| Status | Score | Responsible Party |
|---|---|---|
|
2.00 / 3.00 |
Luke
Hansen Transportation and Sustainability Development Manager Facilities and Campus Operations |
"---"
indicates that no data was submitted for this field
Non-discrimination statement
Yes
The non-discrimination statement, including the website URL where the policy is publicly accessible:
https://assets.stevens.edu/mviowpldu823/4YfIjkMqtMKAtQddrX3Jl8/fee9be4407ebd6c048ae8ee37b2b975a/Policy_on_Discrimination_Harassment_and_Bias_Incidents_70p2p2_9-20-17.pdf
Bias response team
Yes
A brief description of the institution’s discrimination response protocol or team:
The Policy on Discrimination, Harassment and Bias Incidents sets forth the protocol for discrimination response. In Section C, Subsection 1, students are instructed on how to report incidents. In Subsection 2, the investigation protocol is set forth – specifically, the appointment of an investigator. Subsection 4 establishes how findings and recommendations are communicated. Subsection 5 establishes the appeal procedure.
CARE: The Stevens CARE Team is a network of Stevens professionals that provide a support system for students. The CARE team responds to student behavior that is disruptive or harmful and provides support that a student needs, including academic, mental health, medical, or other resources depending on the nature of the problem.
CARE: The Stevens CARE Team is a network of Stevens professionals that provide a support system for students. The CARE team responds to student behavior that is disruptive or harmful and provides support that a student needs, including academic, mental health, medical, or other resources depending on the nature of the problem.
Recruitment programs
Yes
Does the institution have programs specifically designed to recruit academic staff from underrepresented groups?:
Yes
Does the institution have programs designed specifically to recruit non-academic staff from underrepresented groups?:
Yes
If yes to any of the above, provide:
Students
ACES (accessing Careers in Engineering and Science): A program that includes both pre-college and undergraduate components. It builds upon and leverages the capabilities of a number of Stevens resources and constituencies—including faculty, students, alumni, academic and student life support services, pre-college programs, admissions and financial aid, and teacher/school counselor programs
Clark Scholars: The Clark Scholars program provides financial support and enhanced learning opportunities to exceptional undergraduate students who are underrepresented in the engineering field.
STEP (Stevens Technical Enrichment Programs): A program that offers a welcoming and supportive environment for students from diverse backgrounds. Students receive free tutoring, counseling, leadership development programs, and community service experiences.
Bridge Summer Program: To help transition underrepresented students into Stevens, this 6-week summer program helps students adjust to the residential campus and establish relationships among peers and staff. The program also offers students a schedule of classes, workshops, special events, and social activities.
Faculty/FLI Mentorship program: FLI students engage and connect with faculty members 1-1 through a mentorship program.
NJ Funded ACES Initiative: Expanding the success of Stevens’ ACES program, this state-wide initiative supports underinvested high schools throughout NJ and NY to reach students who demonstrate an early aptitude for STEM and has been recognized statewide as a key contributor to the NJ workforce.
MIP (the Mathematics Immersion Program): a 3-week summer program wherein undergraduate recipients of a NJ Educational Opportunity Fund who enrolled within New Jersey, work with peers to gain experiences about mathematics and its role in the world.
Art Harper Saturday Academy: Since 2019, the Academy works with New Jersey high schools in under-resourced communities to identify talented students who are underrepresented in STEM fields and have interest in a STEM degree or career.
Faculty
University-wide Faculty Search Committee Training: Redesigned and centralized compliance and bias training emphasizing consistency, transparency, and unified messaging about institutional goals. Required for members of faculty search committees.
ONGIG Training and Use: All postings require use of ONGIG, a text analyzing tool that helps you write better job postings to reach as many candidates as possible. The tool uses research (peer-reviewed journals, focus groups, and data from job boards) to provide you suggestions on how to remove biased language and gendered words from job postings. The training demonstrates how and why Stevens requires review of all job postings via a text analyzing tool that suggests how to remove biased language and gendered words.
Opportunity hires: If an outstanding candidate comes to attention of provost, they have discretion to create an employment opportunity that did not previously exist.
ICHANGE: Efforts to increase diversity and inclusion in faculty recruitment, hiring and retention at Stevens has been ongoing for many years, supported by the strategic plan and the NSF-funded ADVANCE program. As a member of the third cohort of the Aspire Alliance Institutional Change (IChange) Network, Stevens will supercharge these efforts leading to meaningful change. ASPIRE I-Change Advisory Board – Aimed at ensuring all STEM faculty use inclusive teaching practices and that institutions increase the diversity of their STEM professoriate. The advisory board explores campus-wide efforts to: 1. Prepare current and future STEM faculty to be more inclusive and effective in their undergraduate teaching, research mentoring, and advising; 2. Diversify the faculty by effectively recruiting, hiring, and retaining underrepresented STEM faculty and transforming practices, policies, and resources to support these efforts; and 3. Foster institutional cultures that recognize and value inclusivity and diversity broadly.
Non-Academic Staff
ONGIG Training and Use:: All postings require use of ONGIG, a text analyzing tool that helps you write better job postings to reach as many candidates as possible. The tool uses research (peer-reviewed journals, focus groups, and data from job boards) to provide you suggestions on how to remove biased language and gendered words from job postings. The training demonstrates how and why Stevens requires review of all job postings via a text analyzing tool that suggests how to remove biased language and gendered words.
Leadership searches: All leadership searches contract with a search firm that leads bias training and recruitment efforts.
“Diversity Package” for postings – A popular recruitment package HR can purchase to advertise job postings with entities directly outreaching our supporting underrepresented groups.
ACES (accessing Careers in Engineering and Science): A program that includes both pre-college and undergraduate components. It builds upon and leverages the capabilities of a number of Stevens resources and constituencies—including faculty, students, alumni, academic and student life support services, pre-college programs, admissions and financial aid, and teacher/school counselor programs
Clark Scholars: The Clark Scholars program provides financial support and enhanced learning opportunities to exceptional undergraduate students who are underrepresented in the engineering field.
STEP (Stevens Technical Enrichment Programs): A program that offers a welcoming and supportive environment for students from diverse backgrounds. Students receive free tutoring, counseling, leadership development programs, and community service experiences.
Bridge Summer Program: To help transition underrepresented students into Stevens, this 6-week summer program helps students adjust to the residential campus and establish relationships among peers and staff. The program also offers students a schedule of classes, workshops, special events, and social activities.
Faculty/FLI Mentorship program: FLI students engage and connect with faculty members 1-1 through a mentorship program.
NJ Funded ACES Initiative: Expanding the success of Stevens’ ACES program, this state-wide initiative supports underinvested high schools throughout NJ and NY to reach students who demonstrate an early aptitude for STEM and has been recognized statewide as a key contributor to the NJ workforce.
MIP (the Mathematics Immersion Program): a 3-week summer program wherein undergraduate recipients of a NJ Educational Opportunity Fund who enrolled within New Jersey, work with peers to gain experiences about mathematics and its role in the world.
Art Harper Saturday Academy: Since 2019, the Academy works with New Jersey high schools in under-resourced communities to identify talented students who are underrepresented in STEM fields and have interest in a STEM degree or career.
Faculty
University-wide Faculty Search Committee Training: Redesigned and centralized compliance and bias training emphasizing consistency, transparency, and unified messaging about institutional goals. Required for members of faculty search committees.
ONGIG Training and Use: All postings require use of ONGIG, a text analyzing tool that helps you write better job postings to reach as many candidates as possible. The tool uses research (peer-reviewed journals, focus groups, and data from job boards) to provide you suggestions on how to remove biased language and gendered words from job postings. The training demonstrates how and why Stevens requires review of all job postings via a text analyzing tool that suggests how to remove biased language and gendered words.
Opportunity hires: If an outstanding candidate comes to attention of provost, they have discretion to create an employment opportunity that did not previously exist.
ICHANGE: Efforts to increase diversity and inclusion in faculty recruitment, hiring and retention at Stevens has been ongoing for many years, supported by the strategic plan and the NSF-funded ADVANCE program. As a member of the third cohort of the Aspire Alliance Institutional Change (IChange) Network, Stevens will supercharge these efforts leading to meaningful change. ASPIRE I-Change Advisory Board – Aimed at ensuring all STEM faculty use inclusive teaching practices and that institutions increase the diversity of their STEM professoriate. The advisory board explores campus-wide efforts to: 1. Prepare current and future STEM faculty to be more inclusive and effective in their undergraduate teaching, research mentoring, and advising; 2. Diversify the faculty by effectively recruiting, hiring, and retaining underrepresented STEM faculty and transforming practices, policies, and resources to support these efforts; and 3. Foster institutional cultures that recognize and value inclusivity and diversity broadly.
Non-Academic Staff
ONGIG Training and Use:: All postings require use of ONGIG, a text analyzing tool that helps you write better job postings to reach as many candidates as possible. The tool uses research (peer-reviewed journals, focus groups, and data from job boards) to provide you suggestions on how to remove biased language and gendered words from job postings. The training demonstrates how and why Stevens requires review of all job postings via a text analyzing tool that suggests how to remove biased language and gendered words.
Leadership searches: All leadership searches contract with a search firm that leads bias training and recruitment efforts.
“Diversity Package” for postings – A popular recruitment package HR can purchase to advertise job postings with entities directly outreaching our supporting underrepresented groups.
Mentoring, counseling and support programs
Yes
Does the institution have mentoring, counseling, peer support or other programs designed specifically to support academic staff from underrepresented groups on campus?:
Yes
Does the institution have mentoring, counseling, peer support or other programs to support non-academic staff from underrepresented groups on campus?:
Yes
A brief description of the institution’s programs designed specifically to support students, academic staff, and/or non-academic staff from underrepresented groups:
To support students first in their family to attend college and low-income students (FGLI), Stevens offers multiple forms of mentoring, career support, peer support and academic support via:
- NSF funded program ADAPT Scholars –Structured learning community connects FGLI selected for ADAPT with faculty, peer, and alumni mentors with skills related to adaptive advising.
- Faculty/FLI Mentorship program - FLI students engage and connect with faculty members 1-1 through a mentorship program.
To support students from under-resourced school and underrepresented ethnic and racial groups several programs are offered including:
- STEP (Stevens Technical Enrichment Programs) – A program that offers a welcoming and supportive environment for students from diverse backgrounds. Students receive free tutoring, counseling, leadership development programs, and community service experiences.
- Bridge Summer Program – To help transition underrepresented students into Stevens, this 6-week summer program helps students adjust to the residential campus and establish relationships among peers and staff. The program also offers students a schedule of classes, workshops, special events, and social activities.
- NJ Funded ACES Initiative: Supports underinvested high schools throughout NJ and NY to reach students who demonstrate an early aptitude for STEM and has been recognized statewide as a key contributor to the NJ workforce.
- Clark Scholars Program is a scholarship program which provides financial support and enhanced learning opportunities for exceptional undergraduate students who are underrepresented in the engineering and computer science/cybersecurity fields. The Clark Scholars’ core curriculum includes a rigorous program of engineering study with a minimum of two business or finance courses, participation in community and service-based learning projects, enrichment seminars, mentorship opportunities and events with professionals in the field. With a focus on students from underrepresented backgrounds, including first generation college students, Clark Scholars will be selected annually based on financial need, academic achievement and community involvement.
- Excellence Through Diversity Lecture Series: introduces ideas and perspectives to increase understanding of the value of diversity and enhance the University's efforts toward inclusive excellence in STEM
To support students from other underrepresented groups several programs are offered including:
- Torch Alliance - A student organization where people who identify as LGBTQ+, who are questioning their sexuality, or who simply want to support the LGBTQ+ community can come together and socialize without fear of alienation. The organization offers support and provide a social outlet.
- Lore-El Women Center- The Lore-El Center is a vibrant living and learning environment that promotes the empowerment of Stevens women through programs, events, mentorship and a shared residential experience.
- Greek Life- Stevens has 7 cultural fraternities that are oriented to students who have special interest in a culture or cultural identity.
- Safe Zone- The Stevens Safe Zone Ally Program is a campus-wide initiative designed to educate Stevens community members on LGBTQ+ identity, current (in)justices impacting the LGBTQ community, and visibly identify Stevens staff, students, and faculty who seek to support the campus' LGBTQ population.
Faculty
- Institutional membership in Academic Impressions- Stevens is a member of Academic Impressions, a program that is focused solely on providing leadership, personal development, and skills-based training opportunities to faculty and staff in higher ed.
- NADOHE Institutional membership- Stevens is part of NADOHE, a membership organization designed for diversity professionals and institutions of higher education to become equipped with the necessary tools and mindsets to advance equity and dismantle systemic oppression.
- WEPAN Institutional Membership - A non-profit organization to advancing cultures of inclusion and diversity in engineering higher education and workplaces.
- APLU - Stevens Institute of Technology is part of a three-year institutional change effort to develop inclusive faculty recruitment, hiring, and retention practices.
Non-Academic Staff
- Institutional membership in Academic Impressions- Stevens is a member of Academic Impressions, a program that is focused solely on providing leadership, personal development, and skills-based training opportunities to faculty and staff in higher ed.
- NADOHE Institutional membership- Stevens is part of NADOHE, a membership organization designed for diversity professionals and institutions of higher education to become equipped with the necessary tools and mindsets to advance equity and dismantle systemic oppression.
- WEPAN Institutional Membership - A non-profit organization to advancing cultures of inclusion and diversity in engineering higher education and workplaces.
- LinkedIn Learning Modules: Available 24/7, these Learning modules around a wide range of topics such as leadership development, cultural competency, and creating inclusive work environments. Each employee can create their own learning path or select a pre-designed learning path comprised of multiple modules around a theme like “Diversity, Inclusion, and Belonging for All.”
- Safe Zone: Designed to educate faculty and staff about LGBTQ+ identities and current injustices impacting these communities, particularly those that shape campus environments.
- Additional workshops and descriptions can be found here: https://www.stevens.edu/page-chapter/request-a-workshop#wellness
- NSF funded program ADAPT Scholars –Structured learning community connects FGLI selected for ADAPT with faculty, peer, and alumni mentors with skills related to adaptive advising.
- Faculty/FLI Mentorship program - FLI students engage and connect with faculty members 1-1 through a mentorship program.
To support students from under-resourced school and underrepresented ethnic and racial groups several programs are offered including:
- STEP (Stevens Technical Enrichment Programs) – A program that offers a welcoming and supportive environment for students from diverse backgrounds. Students receive free tutoring, counseling, leadership development programs, and community service experiences.
- Bridge Summer Program – To help transition underrepresented students into Stevens, this 6-week summer program helps students adjust to the residential campus and establish relationships among peers and staff. The program also offers students a schedule of classes, workshops, special events, and social activities.
- NJ Funded ACES Initiative: Supports underinvested high schools throughout NJ and NY to reach students who demonstrate an early aptitude for STEM and has been recognized statewide as a key contributor to the NJ workforce.
- Clark Scholars Program is a scholarship program which provides financial support and enhanced learning opportunities for exceptional undergraduate students who are underrepresented in the engineering and computer science/cybersecurity fields. The Clark Scholars’ core curriculum includes a rigorous program of engineering study with a minimum of two business or finance courses, participation in community and service-based learning projects, enrichment seminars, mentorship opportunities and events with professionals in the field. With a focus on students from underrepresented backgrounds, including first generation college students, Clark Scholars will be selected annually based on financial need, academic achievement and community involvement.
- Excellence Through Diversity Lecture Series: introduces ideas and perspectives to increase understanding of the value of diversity and enhance the University's efforts toward inclusive excellence in STEM
To support students from other underrepresented groups several programs are offered including:
- Torch Alliance - A student organization where people who identify as LGBTQ+, who are questioning their sexuality, or who simply want to support the LGBTQ+ community can come together and socialize without fear of alienation. The organization offers support and provide a social outlet.
- Lore-El Women Center- The Lore-El Center is a vibrant living and learning environment that promotes the empowerment of Stevens women through programs, events, mentorship and a shared residential experience.
- Greek Life- Stevens has 7 cultural fraternities that are oriented to students who have special interest in a culture or cultural identity.
- Safe Zone- The Stevens Safe Zone Ally Program is a campus-wide initiative designed to educate Stevens community members on LGBTQ+ identity, current (in)justices impacting the LGBTQ community, and visibly identify Stevens staff, students, and faculty who seek to support the campus' LGBTQ population.
Faculty
- Institutional membership in Academic Impressions- Stevens is a member of Academic Impressions, a program that is focused solely on providing leadership, personal development, and skills-based training opportunities to faculty and staff in higher ed.
- NADOHE Institutional membership- Stevens is part of NADOHE, a membership organization designed for diversity professionals and institutions of higher education to become equipped with the necessary tools and mindsets to advance equity and dismantle systemic oppression.
- WEPAN Institutional Membership - A non-profit organization to advancing cultures of inclusion and diversity in engineering higher education and workplaces.
- APLU - Stevens Institute of Technology is part of a three-year institutional change effort to develop inclusive faculty recruitment, hiring, and retention practices.
Non-Academic Staff
- Institutional membership in Academic Impressions- Stevens is a member of Academic Impressions, a program that is focused solely on providing leadership, personal development, and skills-based training opportunities to faculty and staff in higher ed.
- NADOHE Institutional membership- Stevens is part of NADOHE, a membership organization designed for diversity professionals and institutions of higher education to become equipped with the necessary tools and mindsets to advance equity and dismantle systemic oppression.
- WEPAN Institutional Membership - A non-profit organization to advancing cultures of inclusion and diversity in engineering higher education and workplaces.
- LinkedIn Learning Modules: Available 24/7, these Learning modules around a wide range of topics such as leadership development, cultural competency, and creating inclusive work environments. Each employee can create their own learning path or select a pre-designed learning path comprised of multiple modules around a theme like “Diversity, Inclusion, and Belonging for All.”
- Safe Zone: Designed to educate faculty and staff about LGBTQ+ identities and current injustices impacting these communities, particularly those that shape campus environments.
- Additional workshops and descriptions can be found here: https://www.stevens.edu/page-chapter/request-a-workshop#wellness
Support for future academic staff
No
A brief description of the institution’s programs to support and prepare students from underrepresented groups for careers as faculty members:
---
Optional Fields
Yes
Does the institution offer housing options to accommodate the special needs of transgender and transitioning students?:
Yes
Website URL where information about the institution’s support for underrepresented groups is available:
Additional documentation to support the submission:
---
Data source(s) and notes about the submission:
https://www.stevens.edu/student-diversity-and-inclusion/LGBTQ
The new campus map notes which buildings have all-gender bathrooms.
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The new campus map notes which buildings have all-gender bathrooms.
chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https://assets.stevens.edu/mviowpldu823/5MKqlHWK8FRyNCgJpcQaio/2b92ac285c249f49d45378b1b2024438/Stevens-Campus-map-3023-01.pdf
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.