|Submission Date||June 22, 2021|
University of Louisiana at Lafayette
PA-6: Assessing Diversity and Equity
|1.00 / 1.00||
Executive Director of Strategic Initiatives & Chief Diversity Officer
Office for Campus Diversity
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:
There are 3 ways that the Office for Campus Diversity assesses its work: 1) the Office for Campus Diversity completes an annual Assessment Report to track, measure and improve diversity, equity and inclusion on campus; 2) the Diversity Advisory Council recently spent the 2018-2019 academic year to craft the institution's Strategic Plan for Inclusive Excellence, a 3-year roadmap (2019-2022) for building on our diversity, equity and inclusion initiatives; and 3) annually since 2018, the University of Louisiana at Lafayette applies for the Higher Education Excellence in Diversity (HEED) Award, which requires a comprehensive assessment of diversity, equity and inclusion initiatives across campus.
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?:
Does the assessment process address student outcomes related to diversity, equity and success?:
Does the assessment process address employee outcomes related to diversity and equity?:
A brief description of the most recent assessment findings and how the results are used in shaping policy, programs, and initiatives:
A good example of how recent findings are used to shape policy, programs, and initiatives is the work of the University Committee on Graduate Student Success and Retention. Through the analysis of data on doctoral exit surveys, it was determined that program completion difficulties often included job and family responsibilities interfering with school, as well as concerns about physical or mental health. In response to those barriers to completion, the Graduate School instituted a Leave of Absence policy that allows students in good academic standing to request a leave of absence for up to one calendar year to accommodate medical, family, or work-related issues.
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:
Each year, the results of the assessment results are shared with members of the Diversity Advisory Council. Highlights of the assessment are shared publicly with the campus community during the State of the University Address.
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 (upload):
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:
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.