Overall Rating Gold
Overall Score 69.70
Liaison Kevin Kirsche
Submission Date June 22, 2021

STARS v2.2

University of Georgia
PA-6: Assessing Diversity and Equity

Status Score Responsible Party
Complete 0.00 / 1.00 Nate Shear
Sustainability Metrics Intern
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?:
No

A brief description of the assessment process and the framework, scorecard(s) and/or tool(s) used:
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Does the assessment process address campus climate by engaging stakeholders to assess the attitudes, perceptions and behaviors of employees and students, including the experiences of underrepresented groups?:
Yes

Does the assessment process address student outcomes related to diversity, equity and success?:
Yes

Does the assessment process address employee outcomes related to diversity and equity?:
Yes

A brief description of the most recent assessment findings and how the results are used in shaping policy, programs, and initiatives:

In addition to the 2016 campus-wide assessment, The Presidential Task Force on Race, Ethnicity, and Community (2020) examined issues related to race, ethnicity, and community at the University of Georgia. The Task Force submitted to the Office of the President for consideration a number of concrete recommendations to improve the campus culture and strengthen the learning environment at UGA.

Specific accepted recommendations are publicly available at https://rectaskforce.uga.edu/accepted-recommendations/.


Are the results of the most recent structured diversity and equity assessment shared with the campus community?:
Yes

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?:
Yes

The diversity and equity assessment report or summary (upload):
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Website URL where the diversity and equity assessment report or summary is publicly posted:
Website URL where information about the institution’s diversity and equity assessment efforts is available:
Additional documentation to support the submission:
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Source:
diversity.uga.edu

Campus Climate Survey — Count Me In
The results of a survey that invited faculty, staff and students at the University of Georgia to share their experiences and perspectives on a range of issues will now be used as one of several inputs to inform ongoing efforts to enhance the campus environment.
The Count Me In survey was conducted Oct. 20 to Nov. 20, 2015 by Rankin and Associates Consulting and was open to all faculty, staff and students to ensure that every member of the campus community had a chance to provide feedback. Several reminders were sent to encourage participation, and a 23 percent response rate was recorded. Rankin and Associates recommended caution in generalizing the findings for groups with a response rate below 30 percent.
“The Count Me In survey reflects the university’s commitment to listening to the voices of our faculty, staff, and students as we work together to ensure that the University of Georgia is a place where each and every individual can achieve their full potential,” said Associate Provost for Institutional Diversity Michelle Garfield Cook, who chaired the 11-member committee that worked with Rankin and Associates to develop the survey.

Several key themes emerged from the most recent study in 2015:

Comfort with the climate at UGA.

Of the 23 percent who responded overall, 81 percent reported being comfortable or very comfortable with the climate at UGA, in line with findings from these types of surveys at similar institutions. The findings also indicated that students felt comfortable in the classroom environment and perceived faculty as role models.

Faculty/staff work-life issues.

Virtually all of the faculty respondents agreed that research was valued by UGA. Faculty respondents also reported a clear understanding of the criteria for promotion and tenure. Similarly, the vast majority of staff respondents reported that their supervisors provided them with adequate resources to pursue professional development.

On the other hand, of the faculty and staff who responded to the survey, a majority noted that they had seriously considered leaving UGA in the past year, due primarily to low salaries. In addition, some faculty and staff indicated a need for improvement in areas such as hiring practices, reclassification decisions and work-life balance.

Closing the salary gap between the university and its peer institutions, which grew in the wake of the Great Recession, has been a key institutional priority. For the past three years, the university has been able to offer merit-based raises to faculty and staff. The recently expanded Office of Faculty Affairs has partnered with Human Resources to deliver training on best practices for recruiting and hiring, to strengthen existing supervisor training programs, and to craft materials to help search committees maximize the diversity of hiring pools. The office also offers workshops on faculty mentoring that include information on improving the retention of faculty in underrepresented groups.

In addition, the university launched a Women’s Leadership Initiative in March 2015 to promote gender equity. As a result of the initiative, UGA has updated its hiring practices, introduced leadership development programming and made new resources available to faculty and staff.

Differing experiences reported by groups.

Of the 23 percent who responded, 16 percent reported experiencing exclusionary, intimidating, offensive and/or hostile conduct, compared with 20 to 25 percent of respondents at similar institutions. The report noted that minorities and individuals who identify as lesbian, gay, bisexual or transgender were more likely than others to report incidents of this nature.

The executive summary of the survey’s results and the complete results are available at the below website.

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.