Overall Rating Gold - expired
Overall Score 70.35
Liaison Mo Lovegreen
Submission Date March 2, 2018
Executive Letter Download

STARS v2.1

University of California, Santa Barbara
PA-5: Assessing Diversity and Equity

Status Score Responsible Party
Complete 0.75 / 1.00 Jewel Snavely
Campus Sustainability Coordinator, TGIF Grants Manager
Office of Sustainability
"---" 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?:

A brief description of the assessment process and the framework, scorecard(s) and/or tool(s) used:

The University of California Undergraduate Experience Survey (UCUES) is regularly administered at UCSB and results are published every two years. The UCUES is also used at other major research universities, and researchers and administrators from these institutions and many others helped design the survey. The survey is funded by the participating institutions, asks students to rate how their ability to appreciate, tolerate, and understand racial and ethnic diversity has developed while at college. They are also asked whether they believe they (and their fellow students) are respected, regardless of their economic status or social class, gender, race or ethnicity, religious beliefs, political beliefs, sexual orientation, or disabilities. Several questions are also asked about how their economic situation affects their studies and ability to participate in campus life.

During the Academic Program Review process for departments, student majors within the department and faculty are surveyed. A portion of the survey includes questions on the culture of diversity and equity within the department. The survey results are shared with the department, with campus review participants that include the UCSB Program Review Panel, deans, and Academic Senate committees, and with an external review committee.

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:

UCUES results are shared with entire campus community and each campus department and/or program uses portions of the the survey results to shape policy, programs, and initiatives.

The survey distributed for purposes of departmental evaluations are not shared with the campus community, however they are shared with an external review committee, which submits its report to the Program Review Panel. The Program Review Panel then solicits comments from the other internal review participants (e.g., deans and Academic Senate committees) before writing its final report to the Executive Vice Chancellor (EVC). The EVC then conveys his expectations for improvement to the department under review.

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:

UCUES results for 2008, 2010, 2012, 2014, and 2016 can be found here:

Each year's summary charts include the following topic areas:

Academic Engagement
(e.g., gains in academic and life skills, participation in academic activities such as doing research with faculty, reasons for choosing one's major, factors that can interfere with academic success)

(English language background, self-reported social class, immigration background)

Student Satisfaction
(e.g., satisfaction with academic experience and with social experience, satisfaction with courses and instruction, the importance of research opportunities as part of an undergraduate education)

Civic Engagement
(Participation in community service, types of community service work)

Student Development
(e.g., time spent on academics and employment, time spent on non-academic activities, student leadership and involvement in clubs and organizations, gains in social skills, post-graduation plans for seniors, career intentions)

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:

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.