Overall Rating Gold - expired
Overall Score 76.08
Liaison Tess Esposito
Submission Date March 1, 2019
Executive Letter Download

STARS v2.1

University of Dayton
PA-5: Assessing Diversity and Equity

Status Score Responsible Party
Complete 1.00 / 1.00
"---" 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 Dayton conducted a campus climate survey in 2015. The survey used is ModernThink's Unlawful Discrimination and Harassment Climate Assessment, assessing student climate, university perception, reporting of sexual assault, knowledge and training, university climate, and safety, harassment, and policy formation. From the results of this survey, the university's VP for Diversity and Inclusion develops programs and initiatives. An additional report on Student Retention was generated by the Student Success and Persistence Team.

In 2018, the University through the Office of Diversity and Inclusion, the DIATF, in cooperation with the outside consultant, Halualani & Associates, are in the early stages of administering a process that is:

1. Leading the campus in the development and implementation of a comprehensive (University-wide) outcomes and impact assessment of current and past (last 5 years) diversity and inclusion efforts (diversity mapping)
2. Developing, implementing, and analyzing a comprehensive campus experience (climate) survey.
The consultant’s findings and recommendations resulting from the diversity mapping process will be made available in September 2018. A comprehensive report of the consultant’s findings informed by both the diversity mapping and the climate/experience survey will be presented in December 2018. A comprehensive report (findings and recommendations) by the DIATF will be presented in early spring 2019.

In 2018, the University administered the AIM4 Community Excellence employee survey to 100% of university employees. This project examined the campus climate and campus experiences of the University of Dayton members in terms of matters of diversity, equity, inclusion, and belonging in collaboration. The goal of this project was to identify information about how UD campus members experience the University of Dayton and to pinpoint areas that need improvement (feelings of belonging/inclusion, workplace environment, classroom environment, learning about diversity, framings of diversity, among others). The methodology for this survey: an email invitation was sent to all employees. Each employee voluntarily participated in an 18-20 minute survey. Informed consent included in the first part of the survey.

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:

The results of the annual Student Retention report made clear that overall retention and graduation rates can mask significant differences in success rates of student subpopulations, and this fact is discussed widely in the retention literature. For this reason, and given the University of Dayton's commitment to enabling the success of all of its students, the Student Success and Persistence Team focused efforts in 2016 on a closer analysis of the success of key sub-populations whom we believe might be at greater risk.

The results of the Student Retention report, along with the results of the Climate Survey, were incorporated into the Student Development Strategic Plan. Goal 5 of the Strategic Plan -- Multicultural Education, Support, and Engagement -- was created to direct campus initiatives to actively contribute to building an inclusive campus community. In January 2012, the Division of Student Development began diversity strategic planning efforts through an inclusive process that involved all staff within the Division in the development and implementation of strategic goals. The diversity strategic plan was presented to the campus community in March 2013. The plan contains division-wide and department-level items that achieve important university goals and contributes to positively shaping campus climate for diversity. A multicultural framework and a reflection and planning tool were designed to guide the development of intercultural student learning experiences across the Division. A campus-wide Supporting Multicultural Students Committee was formed by the Office of Multicultural Affairs and the Office of Learning Resources in February 2013 to more strategically support racially / ethnically underrepresented students. The committee contains staff representation from each of the Schools, the College and other student support units who provide direct or indirect support to multicultural students. Based on the work and recommendations of the LGBTQ Task Force in 2014, LGBTQ+ Support Services was established in 2015 to serve as a hub of campus resources for LGBTQ+ identifying students and their allies, and to provide leadership opportunities to students through the LGBTQ+ Student Advisory Council and Community Leaders. New and improved educational programs were developed.

The 2017-2018 DIAFT assessment processes (diversity mapping, climate/experience surveying, and the recommendations) is addressing the faculty/staff pay and retention rates for underrepresented groups and informing the development, implementation, and assessment of a comprehensive strategic plan for Diversity, Equity and Inclusion at UD. The Hiring and Advancement for Diversity, Inclusion, and Mission working group are using the results of the assessment to develop and implement a strategic plan for the campus community.

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:

The results are shared through a reporting website housed in the Student Development Office. Results are also shared through all-campus emails and through the University's campus portal, Porches. The results are accessible on the university website: https://udayton.edu/studev/vicepresident/annual_report.php

The results of the Ohio Changing Campus Culture report are also available on the following website: https://www.ohiohighered.org/ccc/report

The results of 2017-2018 DIAFT assessment are shared with the campus community through open forums. In 2019, the Office of Diversity and Inclusion and Provost's Office are hosting community working groups to find solutions to the problems identified.

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:

Data source(s) and notes about 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.