|Overall Rating||Bronze - expired|
|Submission Date||Aug. 1, 2019|
University of New Haven
PA-5: Assessing Diversity and Equity
|0.88 / 1.00||
Senior Associate Dean of Students
Dean of Students Office
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:
The University of New Haven conducts a series of campus climate surveys every two years. Two separate surveys are delivered - one for students and the other for all faculty and staff.
The most recent surveys were completed using two different instruments. The Student's Campus Climate survey was distributed to all University of New Haven students using the online survey tool – Baseline from Campus Labs. The employee Campus Climate survey was administered through a consulting firm, Spectra Diversity. Each of the surveys were available online and open for approximately three weeks. Participants received an initial email from the University President, as well as two reminder emails. The student survey analysis was conducted by the Ric Baker, the Senior Associate Dean of Students and a graduate student. Basic longitudinal data analysis was conducted to assess change in responses over time.
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:
o The Student Campus Climate Survey was administered in Spring 2017. The goal is to understand the frequency, type, and location of exclusionary/ intimidating/offensive behaviors on campus and gain a better understanding of the overall campus climate, diversity, and inclusion initiatives. The following bullets points outline key findings collected from the survey’s responses:
Exclusionary/ Intimidating/ Offensive Behaviors
• When asked if individuals have experienced exclusionary, intimidating, offensive, and/or hostile behaviors on the University of New Haven’s campus, 60% of the respondent said yes.
• In addition, about 52% agreed that their complaint was taken seriously after the incident was reported.
Perceptions of Campus Climate: When individuals were asked about the perceptions of campus climate, respondents indicated that they “agree” or “strongly agree” to the following:
• I would recommend the University to friends or family members looking for a campus that is welcoming of people with diverse backgrounds and beliefs. 87% of participants
• The University is taking sufficient steps to support racial/ethnic/national diversity among the students. 90% of participants
• This University has a long-standing commitment to diversity and inclusion. 87% of participants
• This University promotes the appreciation of differences in sexual orientation. 84% of participants
• This University promotes the appreciation of cultural differences. 89% of participants
• This University has campus administrators who regularly speak about the value of diversity and inclusion. 77% of participants
o The Staff and Faculty Campus Climate Survey also administered in Spring 2017 focused on management in terms of diversity and inclusion, and culture specifically highlighted norms and beliefs.
Management – how management sees itself and how management is seen by employees in terms of diversity and inclusion.
• When individuals were asked whether management show that diversity is important through their action, 55% agreed.
• When individuals were asked whether management has a clear understanding of what diversity and inclusion meant at the University of New Haven, 66% agreed.
• In addition, 54% of the respondents felt that the University’s leadership has set a strong and positive example for the University in terms of diversity and inclusion.
Culture – the organization norms and beliefs
• When asked if individuals understood what diversity and inclusion means at the University of New Haven, 85% agreed.
• In addition, 59% of the respondents felt that the University does not tolerate disrespect and non-inclusion behavior.
Policies, Practices, and Procedures (3Ps) – how diversity and inclusion efforts are put into practice on an organizational level
• 47% of the survey participants felt that the University has done a good job hiring people of diverse backgrounds.
• In addition, 36% of the respondents felt that everyone has the same opportunities for professional development.
o The results from both the employee and student campus climate survey were used by the IDEA Council and its subgroups to determine action items to continue the university’s efforts to promote a diverse and supportive campus community. An example of an initiative taken by the IDEA Council because of the survey, was a strategic restructuring of the recruitment process for faculty and staff to have a more diverse employee population that reflects the diverse student body on campus.
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:
The University of New Haven shared the survey results in the University’s newspaper the “Charger Bulletin.” In addition, the campus community has access to the raw data and data result in the University’s internal site “MyCharger.”
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:
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 email@example.com.