Overall Rating Silver
Overall Score 56.33
Liaison Ryan Kmetz
Submission Date Feb. 25, 2020

STARS v2.2

University of Maryland, Baltimore County
PA-6: 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?:
Yes

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

UMBC’s first Diversity Plan was written in 2009, in response to a state mandate. The original
plan articulated four overarching diversity goals for UMBC. Over the intervening years, UMBC’s
wealth of diversity initiatives has deepened and grown, while the four overarching institutional
goals have remained constant. The 2019 Diversity Plan for UMBC retains the four overarching
UMBC diversity goals and integrates them with the two guiding diversity goals from USM, as
required in the Diversity Report UMBC is mandated to submit annually.
In development of the 2019 plan, UMBC has integrated the broad diversity scaffolding with the
specific, diversity-related goals from UMBC’s recent strategic plan to form part one as the core
of the plan. It is anticipated that part one of the 2019 Diversity Plan will warrant review for
possible updating in 2024. Part two of the 2019 Diversity Plan is the annual update portion.
This portion of the plan integrates the specific, diversity-related strategies (identified for 2018-
2020 and continuing from 2016-17 and 2017-18) from UMBC’s 2018 strategic planning
implementation document. It is anticipated that part two of the Diversity Plan will be updated
annually--as needed and based on continued implementation of UMBC’s strategic plan--at the
time UMBC develops its annual Diversity Report.


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 AY 18-19, STRIDE offered the following
workshops from our Recruitment Series: 1)
Developing and Effective Diversity Hiring
Recruitment Plan (September/May), 2)
Developing Shared Evaluation Criteria
(November), 3) Best Practices for Reducing
Implicit in Application Review (November), 4)
Best Practices for Inclusive Interviewing
(December/February). STRIDE also offered a
new Retention conversation, Best Practices for
Welcoming New Faculty (April). STRIDE also
consulted with all of the searches in our
College of Engineering and Information
Technology for AY 18-19. In October 2018,
STRIDE presented at the University of
California Long Beach Faculty Diversity
Retreat.


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:

Annual assessment results are made publicly available by the Office of the Provost (https://provost.umbc.edu/diversity/).


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):
---

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.