|Submission Date||March 28, 2018|
University of California, Irvine
PA-5: Assessing Diversity and Equity
|1.00 / 1.00||
Vice Provost for Academic Equity, Diversity and Inclusion
Office of Inclusive Excellence
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:
University of California Undergraduate Experience Survey (UCUES)
UCI regularly administers the University of California Undergraduate Experience Survey (UCUES), a longitudinal online census of all undergraduate students in the UC system. It is conducted during the spring quarter of even-numbered years, and hosted by the UC Office of the President. All undergraduate students who are at least 18 years old are invited to participate.
At the Center for Assessment and Applied Research, UCUES data is the primary source for providing campus leaders with insight into the undergraduate student experience. UCUES results are consistently incorporated into the academic program review process, providing a comprehensive assessment of academic engagement, student satisfaction with instruction and advising, perceptions of campus climate, time allocation, and post-graduation plans.
Website URL: http://assessment.uci.edu/applied-research/ucues/
UCI as a Hispanic Thriving Campus: A Report of the Administrative Work Group on Campus Designation as a Hispanic Serving Institution
In January 2015, the Vice Provost for Academic Equity, Diversity and Inclusion Douglas Haynes convened an administrative work group to prepare the campus for designation as a Hispanic Serving Institution (HSI). The workgroup included representatives from academic planning, the principal curricular and co-curricular divisions (student affairs and undergraduate education, graduate division) as well as advancement, alumnae affairs and institutional research. During a year-long period, the work group explored three principal questions. These are: 1) Who are our Latino undergraduates? 2) Is the campus serving them well? 3) How can the campus improve?
In exploring these questions, the workgroup benefited from information and presentations from offices, programs and units for outreach and access, transition and support, and enrichment. The answers to these questions offer encouragement as well as areas that require more attention.
UCI as an Asian American and Pacific Islander (AAPI) Thriving Campus: A Report of the Asian American and Native American Pacific Islander Serving Institution (AANAPISI)
In September 2017, the Vice Provost for Academic Equity, Diversity and Inclusion Douglas Haynes convened an administrative taskforce to explore the campus designation as an Asian American and Native American Pacific Islander Serving Institution (AANAPISI). The workgroup includes representatives from academic planning, the principal curricular and co-curricular divisions (student affairs and undergraduate education, graduate division) as well as advancement, alumnae affairs and institutional research. During the AY 2017-2018, the work group will explore three principal questions. These are: 1) Who are our Asian American and Pacific Islander undergraduates? 2) Is the campus serving them well? 3) How can the campus improve?
In exploring these questions, the workgroup has benefited from information and presentations from offices, programs and units for outreach and access, transition and support, and enrichment. An administrative report is forthcoming and will be publically posted at the UCI Office of Inclusive Excellence website.
STUDENTS, STAFF AND FACULTY
2017 University of California Accountability Report
The 2017 UC Accountability Report provides the tenth annual comprehensive assessment of the University's progress in meeting key teaching, research and public service goals across its 10 campuses. The data will inform the University's strategic planning, budgeting and performance management, as well as help the governing Board of Regents identify the most important policy issues facing UC.
This version includes over 100 individual indicators across 14 chapters, assessing progress in areas like undergraduate success, financial aid, diversity, research and finance.
Website URL: http://accountability.universityofcalifornia.edu/2017
Inclusive Excellence School Level Review
UCI’s commitment to diversity provides the campus with a comparative advantage in the recruitment of a broad cross section of accomplished scholars and researchers as well as talented young people from the region, nation and world who seek to participate in our academic program. Our commitment to equity enables faculty, staff, and students alike to deepen their personal growth and achieve career goals while at UCI in an environment that is both supportive and affirmative. Our commitment to inclusion maximizes our individual and collective capacity to improve the lives of people and communities in Orange County and beyond.
To this end, the campus is conducting an inclusive excellence review for its schools. The Office of Inclusive Excellence is conducting a review for all of academic units on a periodic basis. The review is overseen by Vice Provost for Academic Equity, Diversity and Inclusion Douglas Haynes. The purpose of the review is to assess the capacity for and effectiveness of academic units (schools and programs) in advancing the campus commitment to diversity, equity and inclusion. The review focuses on institutional climate, inclusion and work-life issues so that the school and campus leadership are better informed about the working and learning environment. The review includes confidential interviews and moderated discussion group opportunities for faculty, staff, and graduate students to share their perspectives, experiences and aspirations about these matters.
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:
This information is included above.
Also, UCI’s strategic plan sets forth an ambitious path to reach new heights of excellence and social impact. Based on four strategic pillars, we have a clear direction into the foreseeable future that echoes the promise of our university’s founding mission. We will mobilize knowledge, we will serve the people, and we will educate the best and brightest. Website URL: https://strategicplan.uci.edu
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:
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:
Joseph Morales, Ph.D., Assistant Director for Strategic Initiatives and Partnerships in the Office of Inclusive Excellence, assisted in providing information for this credit.
There are multiple Websites referenced within this credit. Each provides information in support of UCI's response.
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.