| Overall Rating | Gold - expired |
|---|---|
| Overall Score | 75.77 |
| Liaison | Ezra Small |
| Submission Date | March 2, 2018 |
| Executive Letter | Download |
University of Massachusetts Amherst
PA-5: Assessing Diversity and Equity
| Status | Score | Responsible Party |
|---|---|---|
|
1.00 / 1.00 |
Ezra
Small Sustainability Manager Physical Plant |
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:
In November 2016, UMass Amherst conducted a Campus Climate Survey, a web-based questionnaire that asked students, staff, and faculty about:
-Perceptions of the inclusiveness of the campus community overall
-Experiences and interactions within classrooms, schools/colleges, workplace environments, and the surrounding community
-Experiences and interactions shaped by social identity
-Perceptions of the university’s response to unfair treatment
-Changes needed to make UMass Amherst a more welcoming and inclusive place for all
The abridged report contains 6 sections:
1. Background and Methods: Learn about our approach to the campus climate survey design and extensive outreach to obtain survey responses from a representative crosssection of the UMass Amherst community. Each section of this abridged report features
visual illustrations of quantitative results and an accompanying narrative that compares results across social identity groups.
2. Who We Are: Learn about the demographic composition of the undergraduate students, graduate students, staff, and faculty who comprise UMass Amherst. The campus climate survey sought to extend our knowledge by utilizing more inclusive and conceptually progressive categories (relative to federal reporting categories) to measure race/ethnicity, gender identity, and sexual identity.
3. Perceptions of Campus Climate: Learn about perceptions of the campus environment and tensions driven by social identity. We illustrate and discuss results pertaining to the overall campus climate and focus in on differences in perceptions of diversity and inclusiveness, racial climate, and the university’s level of commitment to inclusion.
4. Experiences of Unfair Treatment: Learn about an experiential aspect of campus climate—unfair treatment. The campus climate survey asked individuals whether they experienced unfair treatment during the fall 2016 semester based on 11 social identity characteristics (e.g. race, gender, political view), as well as job level, status, and rank for staff and faculty.
5. Classroom Climate Snapshot: Learn about students’ perceptions of their interactions in the classroom context. The undergraduate and graduate student versions of the climate survey included identical questions about classroom experiences. This section is abbreviated, featuring data visualizations only, broken down by race/ethnicity, gender identity, sexual identity, political view, and disability type.
6. Workplace Climate Snapshot: Learn about staff and faculty perceptions of their immediate workplace climate. Although some employees may consider the entire campus to be their workplace, most work within smaller spheres. This section is abbreviated, featuring data visualizations only, broken down by race/ethnicity, gender identity, sexual identity, political view, and job type or rank.
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:
An executive summary of the findings can be found here:
http://www.umass.edu/diversity/sites/default/files/Abridged-Report-Executive-Summary.pdf
Key findings are on pages 3-5
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:
Email went out to entire campus community. Results are shared within the Executive Summary posted on the Diversity Matters website.
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.