| Overall Rating | Silver |
|---|---|
| Overall Score | 53.94 |
| Liaison | DeLayne Miller |
| Submission Date | Dec. 15, 2022 |
Tennessee Technological University
PA-6: Assessing Diversity and Equity
| Status | Score | Responsible Party |
|---|---|---|
|
1.00 / 1.00 |
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:
The Diversity, Equity and Access Council has embraced the existing commitment to diversity and expanded upon it, with the aid and strong support of the TN Tech administration. The council used polling, interviews, and document analysis to gather qualitative and quantitative information to improve diversity, equity and inclusion on campus.
As listed on the Council's website, it's charge is as follows:
-Develop short term and long term objectives
-Identify strategies for accomplishing goals
-Collect and monitor data re: student recruitment, retention and graduation
-Monitor and evaluate progress
-Identify successful programs/practices and apply them where needed
-Identify any institutional barriers that hinder diversity
-Advise TTU Administrators re: future programs/goals
-Compile Annual Report to President with recommendations and priorities
Website: https://www.tntech.edu/hr/diversity-equity/
Additional data collection is conducted via the Office of Institutional Assessment, Research, and Effectiveness. Information regarding graduation rates, retention, and program outcomes. Each subsection is categorized by ethnicity, sex, and program of study. The goal of the Office of Institutional Assessment is "is to support data-informed decision making, policy formulation, budgeting, programming, and continuous improvement at Tennessee Tech through a systematic, integrated and strategic approach to planning, assessment, and data-based reporting."
Website: https://www.tntech.edu/iare/
Does the assessment process address campus climate by engaging stakeholders to assess the attitudes, perceptions and behaviors of employees and students, including the experiences of underrepresented groups?:
Does the assessment process address student outcomes related to diversity, equity and success?:
Does the assessment process address employee outcomes related to diversity and equity?:
A brief description of the most recent assessment findings and how the results are used in shaping policy, programs, and initiatives:
The most recent cohort data collection was released in the Fall of 2021. According to the document, the retention rates for full-time, first-time freshmen for 2020 goes as follows:
-Asian: 93.5%
-Black/African American: 88.5%
-Hispanic: 77.6%
-White: 86.6%
-Two or More Races: 90.1%
-Unknown Race/Ethnicity: 100.0%
-Non-Resident Alien: 100.0%
Through partnerships with academic and administrative units across campus, innovative programs have increased access for students and resulted in an enrollment increase for the University. Programs/initiatives include:
-2+2 Program
-STEM Center programs
-Fast Track in Engineering
-Programs in Nursing and Engineering designed to bring potential students
to campus (e.g. Engineering a Future)
-Various programs/scholarships which improve access by providing
opportunity to undeserved 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:
All information from the Office of Institutional Assessment, Research, and Effectiveness are available on their webpage:
https://www.tntech.edu/iare/
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 (upload):
Website URL where the diversity and equity assessment report or summary is publicly posted:
Website URL where information about the institution’s diversity and equity assessment efforts 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.