| Overall Rating | Silver |
|---|---|
| Overall Score | 45.93 |
| Liaison | Gabrielle Jette |
| Submission Date | April 13, 2022 |
The Catholic University of America
PA-6: Assessing Diversity and Equity
| Status | Score | Responsible Party |
|---|---|---|
|
1.00 / 1.00 |
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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?:
Yes
A brief description of the assessment process and the framework, scorecard(s) and/or tool(s) used:
In fall 2020, President John Garvey announced the creation of the Sister Thea Bowman Committee. The Bowman Committee members were “directed to study all facets of University operations and make recommendations concerning racial equality to the University leadership.”
In recognition of the significance this issue has for the University community and for our larger community, and the importance of inclusion, committee members were drawn from among students, parents, alumni, faculty, administrators, and the Archdiocese of Washington.
Shortly after the launch of the Bowman Committee, five subcommittees were formed to focus the work: Academic Affairs, Community Building, External Affairs, Personal Formation, and Workforce Development.
Each subcommittee was tasked with examining, assessing, and making recommendations in its area of responsibility to improve the University’s efforts toward racial equality. Over the course of the academic year, the subcommittees met regularly, conducted interviews and surveys, gathered and analyzed data, considered steps taken by other universities, and developed a series of recommendations.
The committee as a whole met each month to report on their progress to date. Final recommendations were submitted by the close of the academic year.
In recognition of the significance this issue has for the University community and for our larger community, and the importance of inclusion, committee members were drawn from among students, parents, alumni, faculty, administrators, and the Archdiocese of Washington.
Shortly after the launch of the Bowman Committee, five subcommittees were formed to focus the work: Academic Affairs, Community Building, External Affairs, Personal Formation, and Workforce Development.
Each subcommittee was tasked with examining, assessing, and making recommendations in its area of responsibility to improve the University’s efforts toward racial equality. Over the course of the academic year, the subcommittees met regularly, conducted interviews and surveys, gathered and analyzed data, considered steps taken by other universities, and developed a series of recommendations.
The committee as a whole met each month to report on their progress to date. Final recommendations were submitted by the close of the academic year.
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?:
Yes
Does the assessment process address student outcomes related to diversity, equity and success?:
Yes
Does the assessment process address employee outcomes related to diversity and equity?:
Yes
A brief description of the most recent assessment findings and how the results are used in shaping policy, programs, and initiatives:
The subcommittees developed comprehensive and wide-ranging proposals that reflect the principles laid out in this report: to recognize that we are one human family, enriched by our diversity; to live out our Catholic responsibility to dismantle structures of sin that perpetuate division; and to practice everyday solidarity.
A number of recommendations seek to address structural issues that may limit or create barriers to inclusion and equality. These include calls for the creation of a chief diversity officer or similar position; more diverse leadership for the Administrative Council and University Board of Trustees; and a more intentional focus to recruit and retain diverse students, faculty, and staff.
Another set of recommendations addresses implementing more diverse academic programs and course content, potentially creating a Center for Racial Justice and Human Dignity, and providing faculty training.
Student-focused recommendations include strengthening support for students of color, including expanded mentoring with faculty, changes to Orientation, expanding support for the first-generation student program, and leadership training.
Another group of recommendations focuses on solidarity through cultural awareness, dialogue and listening, expanded service opportunities, and stronger engagement with the broader community.
All of the recommendations, by subcommittee, are set forth in the report. Some have already been implemented with the approval of the President, most notably the appointment of Associate Dean of Engineering Mel Williams as Special Assistant to the President to coordinate diversity initiatives, a student leadership weekend with the President, and a more diverse Board of Trustees.
A number of recommendations seek to address structural issues that may limit or create barriers to inclusion and equality. These include calls for the creation of a chief diversity officer or similar position; more diverse leadership for the Administrative Council and University Board of Trustees; and a more intentional focus to recruit and retain diverse students, faculty, and staff.
Another set of recommendations addresses implementing more diverse academic programs and course content, potentially creating a Center for Racial Justice and Human Dignity, and providing faculty training.
Student-focused recommendations include strengthening support for students of color, including expanded mentoring with faculty, changes to Orientation, expanding support for the first-generation student program, and leadership training.
Another group of recommendations focuses on solidarity through cultural awareness, dialogue and listening, expanded service opportunities, and stronger engagement with the broader community.
All of the recommendations, by subcommittee, are set forth in the report. Some have already been implemented with the approval of the President, most notably the appointment of Associate Dean of Engineering Mel Williams as Special Assistant to the President to coordinate diversity initiatives, a student leadership weekend with the President, and a more diverse Board of Trustees.
Are the results of the most recent structured diversity and equity assessment shared with the campus community?:
Yes
A brief description of how the assessment results are shared with the campus community:
The assessment results are available on the University website.
Are the results (or a summary of the results) of the most recent structured diversity and equity assessment publicly posted?:
Yes
The diversity and equity assessment report or summary (upload):
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Website URL where the diversity and equity assessment report or summary is publicly posted:
Optional Fields
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Additional documentation to support the submission:
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Data source(s) and notes about the submission:
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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.