|Submission Date||Nov. 12, 2015|
PA-5: Assessing Diversity and Equity
Chief Diversity Officer
Has the institution assessed diversity and equity in terms of campus climate?:
A brief description of the campus climate assessment(s) :
Regular assessments of the undergraduate students like the Senior Survey and Sophomore Survey are administered through the Office of Institutional Research & Evaluation. Questions focus on students' perceptions of campus life and campus diversity and equity. These surveys continually have a response rate greater than 90%.
In 2013, the university-wide Council on Diversity administered a first-ever diversity and inclusion climate survey to all graduate and professional students. Questions included:
Did you experience challenges in becoming a part of the community at your school?
Is the climate at Tufts comfortable for you to interact with: graduate/professional students in your school? What about Tufts graduate/professional students outside your school?
Is the climate of your graduate or professional school at Tufts supportive of diversity and inclusion?
My specific academic needs were accommodated.
My unique background has been respected.
I have received encouragement and support.
Has the institution assessed student diversity and educational equity?:
A brief description of the student diversity and educational equity assessment(s):
Regular assessments like the Senior Survey and Sophomore Survey are administered through the Office of Institutional Research & Evaluation. Questions focus on students’ perceptions of campus life and campus diversity and equity. These surveys continually have a response rate greater than 90%. Questions include:
Please rate your satisfaction with the following aspects of the campus environment:
Cultural life on campus
Social life on campus
Climate for ethnic/racial minority students on campus
Degree of ethnic/racial diversity on campus
Sense of community on campus
Sense of community where you live
Feeling of security on campus
Please indicate your level of agreement with each of the statements below:
The Tufts curriculum prepared me to function well in a multicultural society.
My extra-curricular activities at Tufts prepared me to function well in a multicultural society.
Sexual harassment is a campus problem.
Racism is a campus problem.
Homophobia is a campus problem.
In 2013, the university-wide Council on Diversity administered a diversity and inclusion climate survey to all graduate and professional students. Questions included:
Someone has been accessible to help me.
Do you currently have a mentor?
How did you identify your mentor?
Does your mentor share your background and/or values?
Do you believe that your relationship with your mentor is likely to continue after you leave Tufts?
During your graduate or professional studies, how often have you: Participated in any career preparation workshops? Attended any conferences? Received tips on how to network? Received tips on how to construct your CV, cover letter, etc.?
Has the institution assessed employee diversity and employment equity?:
A brief description of the employee diversity and employment equity assessment(s):
There are many ways that Tufts assesses employee diversity and educational equity, including the annual Tufts Fact Book administered by the Office of Institutional Research and Evaluation. The Fact Book is a compilation of basic information including statistics related to underrepresented groups and people of color. In addition, our University Dashboard shows two indicators: proportion of female faculty and the number of faculty of color.
As an Affirmative Action employer, Tufts is required by law to file a yearly Affirmative Action Plan (AAP). The AAP, based on US Census data, provides a benchmark for comparison with similarly situated peer institutions and provides milestones for tracking and measuring our efforts in areas such as candidate pool diversity and diversity of Tufts’ employee population versus the census data.
The Excellence At-Work Survey, administered to employees in 2011-2012, was undertaken to identify and address areas that employees consider important to improving the quality of their work life.
Tisch College undertook a survey of staff and students with regard to diversity and inclusion in 2013.
Has the institution assessed diversity and equity in terms of governance and public engagement?:
A brief description of the governance and public engagement assessment(s):
There are many ways that Tufts assesses governance and public engagement, including:
• The 2013 T10 Strategic Plan, approved by the Board of Trustees in November 2013, provides a foundation for a more interconnected university. After reports from 12 working groups and committees, “Engaging and Celebrating Commonalities and Differences” was identified as one of four main themes for Tufts in the next ten years.
• Also as part of the strategic planning assessment, Tufts’ mission statement was revised and voted on by the Board of Trustees to convey a more contemporary approach to diversity issues and articulating a strong commitment to inclusion.
• The Board of Trustees program and the Committee on Trusteeship nominates new membership and takes responsibility for ensuring that the Board of Trustees program continues to serve Tufts along its institutional mission and goals.
• Tisch College is a catalyst for active citizenship at Tufts and is the only university-wide program of its kind. By continuously developing and introducing new active citizenship programming in collaboration with Tufts’ schools, departments, and student groups, Tisch College builds a culture of active citizenship throughout the university as well as local host communities and global partners. This entrepreneurial approach grows the university’s capacity for engagement and allows the college to reach every student at all of Tufts’ schools.
• Annually for the past 10 years, the Tufts president has hosted a Presidential Symposium on Community Partnerships, engaging students, faculty, staff, and community partners in a conversation about how we can improve the quality and impact of our work together.
• Annually, Tisch College’s Lincoln Filene Center for Community Partnerships conducts a survey of community partners to understand what benefits they realize from their partnerships with Tufts and what Tufts could do better or differently to strengthen the mutual value of those partnerships.
The website URL where information about the assessment(s) is available:
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.