Overall Rating Silver - expired
Overall Score 50.14
Liaison Jarrett Smith
Submission Date Dec. 5, 2012
Executive Letter Download

STARS v1.1

University of Colorado Denver - Anschutz Medical Campus
PAE-7: Measuring Campus Diversity Culture

Status Score Responsible Party
Complete 2.00 / 2.00 Raul Cardenas
Associate Vice Chancellor of Student Affairs
Office of Student Affairs
"---" indicates that no data was submitted for this field

Has the institution assessed attitudes about diversity and equity on campus in a way that meets the criteria for this credit?:

A brief description of the assessment(s):

The Diversity Learning Environment) DLE captures student perceptions regarding the institutional climate, campus practices as experienced with faculty, staff, and peers, and student learning outcomes. Diverse student populations are at the center of the survey, and the instrument is based on studies of diverse student bodies and the complexity of issues that range from student mobility to intergroup relations. Selected specific components include: 1) Climate - Discrimination and Harassment, Positive Cross-racial Interaction, Negative Cross-racial Interaction, Institutional Commitment to Diversity, Academic Validation in the Classroom, Satisfaction with Diverse Perspectives, Student Financial Difficulty, Interpersonal Validation, Sense of Belonging; 2) Practices - Curriculum of Inclusion, Co-Curricular Diversity Activities, Navigational Action, Student Support Services; 3) Outcomes - Integration of Learning, Habits of Mind, Pluralistic Orientation, Social Action, Civic Engagement, Student Enrollment Mobility

Year the assessment was last administered:

A brief description of how the results of the assessment(s) are used in shaping policy, programs, and initiatives:

nstitutional Level Context – CU System Institutions
The institutions of the University of Colorado system continue to make diversity, inclusion and
excellence main priorities as they pursue the goals outlined in their strategic plans. Each institution
provides a vision of the central role of diversity and inclusiveness in achieving academic excellence
while also promoting and enhancing overall campus culture and climate. Diverse programming and
the provision of diverse activities and services on our campuses are predicated on a central tenet:
every member of the campus community benefits from an inclusive campus culture enriched by
diverse ideas, thoughts, perspectives and experiences. CU system institutions believe that society as
a whole reaps important benefits from the civic engagement and participation of people who
experience diversity, inclusion and academic excellence throughout their postsecondary education
In support of this philosophy regarding institutional diversity, each campus maintains data and
information regarding various elements of diversity. Various data highlights are featured below in
quantitative form. As a complement, also provided below are qualitative examples of diversity and
excellence from each campus.

University of Colorado Denver | Anschutz Medical Campus
• The proportion of undergraduate students of color has increased each year since 2005, with a high
of 30.9% achieved in 2010.
• Overall numbers of first generation students attending the University of Colorado Denver have
steadily increased since 2003, culminating in a current enrollment of 3,484 during the fall of 2010.
• For close to a decade, graduate students of color have consistently represented 12 to 13% of
graduate enrollments.
• During 2005-2009, the percent of health professional students of color at the Anschutz Medical
Campus remained steady at about 21%, with an increase to 23.5% in 2010.
• The percent of baccalaureate degrees awarded to students of color reached a high of 24% in 2010
(448) – the culmination of an upward trend that began in 2006.
• The overall and student-of-color retention rates for the 2009 cohort are the highest they have been
over the last three years. The persistence rates for students of color are higher than for white
students, although the gap for the 2009 cohort is just four percent.
• With the exceptions of the 1996 and 2003 cohorts, the 2004 cohort has the highest 6-year
graduation rate (41%) for students of color. When the overall rate is compared across the same
timeframe, the 2004 cohort matches the third highest rate (42% in 1999).
• The proportion of Pell grant recipients on the Denver Campus reached a high of 34% in Fall 2010.
In addition, for each cohort, the one-year retention rates are higher for those who received Pell
grants compared to those who did not.
• The proportion of Denver Campus students receiving baccalaureate degrees who were Pell grant
recipients reached a high of 42% in 2010.
• As of fall 2010, female faculty members comprised 25% of full professors; their overall
proportion in the tenured/tenure-track category has been steadily increasing since 2002, as has the
percentage of women who make up the non-tenure track ranks.
• The percentages of faculty of color in both the tenured/tenure track and non-tenure track ranks
have ranged from 11% to 13% over the past five years.

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 or simply email your inquiry to stars@aashe.org.