Overall Rating Silver
Overall Score 50.16
Liaison Susan Caplow
Submission Date Jan. 7, 2023

STARS v2.2

University of Montevallo
PA-6: Assessing Diversity and Equity

Status Score Responsible Party
Complete 1.00 / 1.00 Susan Caplow
Assistant Professor of Environmental Studies
Behavioral and Social Sciences
"---" 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:
University of Montevallo created a new strategic plan for the 2021-26 period, and the strategic planning committee engaged with a variety of stakeholders on campus to produce and include a thematic section (1 of 5 total sections) titled, "DIVERSITY AND SOCIAL JUSTICE: Strategy for UM to address historic and systemic racism." Assessment metrics are built into the thematic goals.

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:
In this first year of reporting on the strategic plan, the following outcomes were highlighted for this theme:
1. Strategy for UM to address historic and systemic racism.
• The University of Montevallo on Main (UMOM) building was named in honor of longtime
UM professor Dr. Wilson Fallin Jr.
• The University’s post office in Farmer Hall was named in honor of Charles Webb Jr., mail
carrier at the University from 1941 to 1977.
• The Dr. Wilson Fallin Jr. Lecture Series debuted in fall 2021 featuring Dr. Bernice A. King
followed by Vonetta Flowers in fall 2022. Two new speakers are scheduled for 2023.
• Twenty-seven of 103 (or 26%) faculty and staff positions posted in 2021/2022, were
filled by Black or Latino(a) applicants. In fall 2021, Black and Latino faculty and staff
represented only 14% of the total.
• The President’s Task Force on Diversity collaborated with the campus community to
improve recruitment, retention of faculty and staff of color, including improvements to
the provision of advanced education and training, and how job openings are posted.
• In fall 2022, Black and Latino students represented 24% of total student body (one-point
increase over fall 2021), 26% of new first-time undergraduate students (increase from
23% in fall 2021). Their graduate enrollment percentage increased by half a percentage
• UM’s College of Education & Human Development (CEHD) and GEAR UP Jefferson County
(GUJC) worked to increase staff diversity through a set of specially designed initiatives,
and to design, promote and host dual college and summer college programs for Jefferson
County students hosted by UM professors.
• The Office of Diversity & Inclusion with the Carmichael Library hosted “Why We Must
Remember,” author talks focused on enslaved persons, their narratives and the
importance of landmarks such as King House.

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:
It is on our 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 (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:

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.