| Overall Rating | Bronze - expired |
|---|---|
| Overall Score | 38.83 |
| Liaison | Emma Parsley |
| Submission Date | Dec. 16, 2019 |
| Executive Letter | Download |
Texas State University, San Marcos
PA-5: Assessing Diversity and Equity
| Status | Score | Responsible Party |
|---|---|---|
|
1.00 / 1.00 |
James
Vollrath Director Office of Sustainability |
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:
Texas State University Diversity and Inclusion Strategic Plan
Administrative Support Plan 2017-2023
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:
Texas State recently created a data “Portrait” of Texas State that reflects its intentional commitment to value diversity and maintain a climate of inclusion. Components will include as many categories and classifications of diversity as possible. The comprehensive data “Portrait” will tell our diversity and inclusion stories that are many and varied: HSI, growth of diversity over time, values/mission, history of campus support for diversity and inclusion. In addition, the “Portrait” will include an inventory of the diversity and inclusion activities provided on Texas State campuses historically and those planned for the future.
By collaboratively creating unit specific data “Portraits” that portray the unit’s diversity and inclusion goals and recruitment and selection trends as analyzed and compared to national, state, and aspirational peer comparisons.
By creating and implementing strategies that acknowledge and are consistent with the following: “Texas is
experiencing a time of significant and dramatic growth and other change. Plans include expectations for
improving the success of historically under-served populations, some of the fastest-growing groups in the state.
Furthermore, Texas State is an Hispanic-serving institution and has observed substantial increases in Hispanic and African American student populations over the past decade, to the point at which these two groups together
formed a slight majority of the most recent freshman class. And Asian American high school graduates in Texas
(combined with Pacific Islanders in Western Interstate Commission for Higher Education data), will more than
double in the next decade.” [Quote from our “Challenge and Change: Background Briefs to Assist in Planning
Efforts” document]
By being guided in our work by our shared values that: “Continued reflection and evaluation to ensure that our
strengths as a community always benefit those we serve".
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:
An university-wide email was sent from President Denise Trauth with a link to the following website on August 24, 2018 at https://www.ir.txstate.edu/survey-services/admin-survey-results/Campus_Climate.html
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.