Overall Rating Bronze
Overall Score 33.31
Liaison Katherine Straub
Submission Date Feb. 21, 2018
Executive Letter Download

STARS v2.1

Susquehanna University
PA-5: Assessing Diversity and Equity

Status Score Responsible Party
Complete 0.88 / 1.00 Jennifer Bucher
Assistant VP and Chief HR Officer
Human Resources
"---" 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:

1. Spring 2017: National Survey of Student Engagement (NSSE), administered to first-year and senior students. Students were asked to rate the occurrence of the following:
a. Connected your learning to societal problems or issues
b. Included diverse perspectives in course discussions
c. Examined the strengths and weaknesses of your own views on a topic or issue
d. Tried to better understand someone else’s views by imagining how it looks from their point of view
e. Learned something that changes the way you understand an issue or concept

2. Fall 2016: Student Satisfaction Inventory, administered to all students by by Ruffalo Noelle Levitz. Students were asked a series of questions about Campus Climate and Responsiveness to Diverse Populations. Specific questions included:
a. Do faculty take student differences into consideration?
b. Is there a strong commitment to racial harmony on campus?
c. Is there a commitment to creating a diverse student body?
d. Is SU committed to under-represented populations?

3. Fall 2014: Campus Climate Survey, administered in-house. Students, faculty and staff were asked to complete a survey containing approximately 2 dozen questions about diversity on campus. Faculty and staff results were reported but student responses were too low to be meaningful.

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:

The work climate survey was conducted in-house. There were concerns that benchmark data was not available. The faculty participated in the HERI survey in 2017 which included work climate questions for the first time. We are also considering assessing work climate with the Gallup engagement survey for 2018.

Retention and graduation rates of racial minorities are tracked and published in the annual Fact Book and provided to senior staff and the Board of Trustees in the fall KPIs.

Faculty pay rates are reported to CUPA and AAUP for benchmarking. In this process, pay rates are reported along with gender and race so that figures can be compared for underrepresented groups.

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:

Results are shared internally via mySU and discussed within university leadership.

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.